It is very interesting that this was our observation goal this week because my CT had to give detention and ask a student to leave the class for the first time in 6 years. After two warnings to a persistently disruptive student my teacher had to ask him to leave. My teacher then explained to the class and the student before he left that “if you are disrupting the learning in this room you cannot stay,” and it is not meant to be personal it is just a simple fact. This class appears to contain most if not all of the students that will cause real difficulty in my own experience, but it is also taught with a collaborative teacher. As far as usual disruptions from students, my CT generally ignores them if it is one student and stopping the lesson to address the issue would be more disruptive than what the student is actually doing. Standard chatter is addressed by immediate moving of seats or calling out names to stop. In almost all instances he finds time during class or after to directly address the student in one on one conversation.
After reading The Teaching Gap and learning that interruptions from outside the classroom are nonexistent in other countries, I realized how many outside distractions occurred throughout the day at Narragansett High School. In the troubled class alone the phone rang three times with calls from the main office, and there was an unexpected announcement made that prevented my CT fro clearly giving out directions on homework before the bell rang and students began to stir. Each interruption presented a new issue that the teacher had to overcome to maintain order in his class.
This was the first class in which I saw students really challenging the respect that all other classes gave to Mr. Reis. After the class ended we had lunch to discuss how it was truly disheartening to him because his management style has always been taken seriously in the beginning of the year and he is rarely challenged to have to prove his willingness to be ‘mean.’ I see my classroom running in a similar fashion, in which I am extremely clear on my expectations for student behavior and make sure that it is known that if necessary I will take action in order to keep the learning process running smoothly in my class. This still reinforces the fact that as a teacher you want a mutual respect with students because you are disciplining the student based on the fact that they are getting in the way of other students’ opportunity to learn. One thing I have noticed since student teaching that I never thought would bother me is an issue with timeliness. When students are on time it seems to show that they respect you and what you have to teach them, and also, it keeps the fluidity of the class and limits interruptions in the beginning of a lesson, a crucial aspect of the class to set the tone for the rest of the period. This week many of my opinions on respect and discipline culminated into a real room situation.
It is very interesting that this was our observation goal this week because my CT had to give detention and ask a student to leave the class for the first time in 6 years. After two warnings to a persistently disruptive student my teacher had to ask him to leave. My teacher then explained to the class and the student before he left that “if you are disrupting the learning in this room you cannot stay,” and it is not meant to be personal it is just a simple fact. This class appears to contain most if not all of the students that will cause real difficulty in my own experience, but it is also taught with a collaborative teacher. As far as usual disruptions from students, my CT generally ignores them if it is one student and stopping the lesson to address the issue would be more disruptive than what the student is actually doing. Standard chatter is addressed by immediate moving of seats or calling out names to stop. In almost all instances he finds time during class or after to directly address the student in one on one conversation.
After reading The Teaching Gap and learning that interruptions from outside the classroom are nonexistent in other countries, I realized how many outside distractions occurred throughout the day at Narragansett High School. In the troubled class alone the phone rang three times with calls from the main office, and there was an unexpected announcement made that prevented my CT fro clearly giving out directions on homework before the bell rang and students began to stir. Each interruption presented a new issue that the teacher had to overcome to maintain order in his class.
This was the first class in which I saw students really challenging the respect that all other classes gave to Mr. Reis. After the class ended we had lunch to discuss how it was truly disheartening to him because his management style has always been taken seriously in the beginning of the year and he is rarely challenged to have to prove his willingness to be ‘mean.’ I see my classroom running in a similar fashion, in which I am extremely clear on my expectations for student behavior and make sure that it is known that if necessary I will take action in order to keep the learning process running smoothly in my class. This still reinforces the fact that as a teacher you want a mutual respect with students because you are disciplining the student based on the fact that they are getting in the way of other students’ opportunity to learn. One thing I have noticed since student teaching that I never thought would bother me is an issue with timeliness. When students are on time it seems to show that they respect you and what you have to teach them, and also, it keeps the fluidity of the class and limits interruptions in the beginning of a lesson, a crucial aspect of the class to set the tone for the rest of the period. This week many of my opinions on respect and discipline culminated into a real room situation.